Collaboration Paper (2).docx
Draft
The research-based articles and testimonials offer a plethora of benefits to teacher and school librarian collaboration. From the standpoint of a classroom teacher, the school librarian offers opportunities to assist in developing, selecting, and administering assessment tools with shared accountability of student performance. Zmuda's article states that "While measures of external accountability have reframed public debate on education, external accountability cannot save a system in which staff members work in isolation from one another (29)." High-stakes testing and accountability are the buzz words currently spoken in public schools. I have witnessed firsthand the pressure that classroom teachers face for their students to perform well on assessment. Because school librarians are designated to serve as instructional partners working with teachers to design instruction and teach information skills along with the curriculum, it is logical to expect that there be shared responsibility for the assessment as this is a part of the lesson design. By having another professional to guide and support during the assessment process, the pressure on the classroom teacher is somewhat lessened. Futhermore, "as partners in teaching, learning specialists must work with teachers to provide collective evidence of the learning that results from their combined instruction (29)."
By serving as an instructional partner, the school librarian reaps the benefits of increased personal satisfaction and motivation. Teaching together allows professionals to improve their practice as they are able to learn from one another. The school librarian is able to expand her knowledge of the curriculum content while utilizing her expertise in information literacy skills. "Such morale-boosting outcomes almost certainly will contribute significantly to the motivation for future collaboration and may influence other people who observed these effects to become participants in collaboration when the opportunity arises" (McWilliams 27).
The school librarian has an opportunity to play a vital role in building, nurturing, and sustaining collobaritive relationships with everyone in the school community. Challenging as it may seem, identifying common goals and being sensitive to the needs of the school is paramount. The importance of developing collaboarative partners with teachers is linked to an effective school library media program and academic achievement. McGregor's article states that "Teacher librarians should move from the role of support to one of intervention in learning (201)." The purpose of this collaboration should be linked to a focus on student learning; real-world connections, as we prepare our students for 21st century job related skills; integrating school goals and initiatives; and ongoing inquiry and reflection. The librarian must be knowledgeable and resourceful in all subject areas, having a global vision in place, to effectively teach and lead from an instructional standpoint.
Collaboration can be challenging, and as mentioned in the article by McGregor, "It can't operate in isolation. However, district policies can have an affect on how easily, or challenging, developing a collaborative community for the sake of the students. Other challenges presented are those teachers who are resistant to change, and for the most part, it is always how that change is presented, than the change itself. "Change is a journey, not a blueprint (McGregor 204). The teacher-librarian should extend the need for change, but it should not be led alone. Audrey Church states that the "Principal serve as intructional leaders of their schools by establishing the climate, expectations, and priorities for effective teaching and student learning (1)." It is the principal who must see the library as an integral part of the instructional program, but it is the librarian who must promote the library program by showing personal commitment, affirming its value, and modeling library use to students, parents, teachers, school community. This is due to a lack of awareness within the school community, thus presenting a lack of understanding for the need of collaboration (6). The principal of the school must have a vision which is shared with the school community. This shared vision allows collobaration to easily and effectively take root between two or more people, thus reaching a common goal. The principal sets the stage, therefore opening doors for the librarian to take the lead role in the collaboration process, and not even realizing it, the princpal-librarian collaborative partnership sets an example for teacher-libraraian collaborative relationships.
When individuals come together to exchange and share ideas, new and innovative ideas take place. What are the benefits of collaborative partnerships? For the students, Peggy states, "The kids work with two teachers instead of one." (Peggy-Kinder Teacher). The collaborative relationship between the teacher and librarian allows for the opportunity of the curriculum to be explored at a deeper level across all subject areas; how and why specific skills will be taught; engaging lesson plans are created; technology is integrated. This is a win-win for teachers, students, librarians, and administrators.
Add to reflection: Collaboration is a process, and I have discovered through this study that many benefits can be reaped from a classroom-librarian partnership. But how wide-spread are these collaborative relationships effictive? There are challenges with teachers who resist change, and rather be disconnected. This indicates that there’s a lack of knowledge of the importance of collaboration. More research is needed.
Draft
The research-based articles and testimonials offer a plethora of benefits to teacher and school librarian collaboration. From the standpoint of a classroom teacher, the school librarian offers opportunities to assist in developing, selecting, and administering assessment tools with shared accountability of student performance. Zmuda's article states that "While measures of external accountability have reframed public debate on education, external accountability cannot save a system in which staff members work in isolation from one another (29)." High-stakes testing and accountability are the buzz words currently spoken in public schools. I have witnessed firsthand the pressure that classroom teachers face for their students to perform well on assessment. Because school librarians are designated to serve as instructional partners working with teachers to design instruction and teach information skills along with the curriculum, it is logical to expect that there be shared responsibility for the assessment as this is a part of the lesson design. By having another professional to guide and support during the assessment process, the pressure on the classroom teacher is somewhat lessened. Futhermore, "as partners in teaching, learning specialists must work with teachers to provide collective evidence of the learning that results from their combined instruction (29)."
By serving as an instructional partner, the school librarian reaps the benefits of increased personal satisfaction and motivation. Teaching together allows professionals to improve their practice as they are able to learn from one another. The school librarian is able to expand her knowledge of the curriculum content while utilizing her expertise in information literacy skills. "Such morale-boosting outcomes almost certainly will contribute significantly to the motivation for future collaboration and may influence other people who observed these effects to become participants in collaboration when the opportunity arises" (McWilliams 27).
The school librarian has an opportunity to play a vital role in building, nurturing, and sustaining collobaritive relationships with everyone in the school community. Challenging as it may seem, identifying common goals and being sensitive to the needs of the school is paramount. The importance of developing collaboarative partners with teachers is linked to an effective school library media program and academic achievement. McGregor's article states that "Teacher librarians should move from the role of support to one of intervention in learning (201)." The purpose of this collaboration should be linked to a focus on student learning; real-world connections, as we prepare our students for 21st century job related skills; integrating school goals and initiatives; and ongoing inquiry and reflection. The librarian must be knowledgeable and resourceful in all subject areas, having a global vision in place, to effectively teach and lead from an instructional standpoint.
Collaboration can be challenging, and as mentioned in the article by McGregor, "It can't operate in isolation. However, district policies can have an affect on how easily, or challenging, developing a collaborative community for the sake of the students. Other challenges presented are those teachers who are resistant to change, and for the most part, it is always how that change is presented, than the change itself. "Change is a journey, not a blueprint (McGregor 204). The teacher-librarian should extend the need for change, but it should not be led alone. Audrey Church states that the "Principal serve as intructional leaders of their schools by establishing the climate, expectations, and priorities for effective teaching and student learning (1)." It is the principal who must see the library as an integral part of the instructional program, but it is the librarian who must promote the library program by showing personal commitment, affirming its value, and modeling library use to students, parents, teachers, school community. This is due to a lack of awareness within the school community, thus presenting a lack of understanding for the need of collaboration (6). The principal of the school must have a vision which is shared with the school community. This shared vision allows collobaration to easily and effectively take root between two or more people, thus reaching a common goal. The principal sets the stage, therefore opening doors for the librarian to take the lead role in the collaboration process, and not even realizing it, the princpal-librarian collaborative partnership sets an example for teacher-libraraian collaborative relationships.
When individuals come together to exchange and share ideas, new and innovative ideas take place. What are the benefits of collaborative partnerships? For the students, Peggy states, "The kids work with two teachers instead of one." (Peggy-Kinder Teacher). The collaborative relationship between the teacher and librarian allows for the opportunity of the curriculum to be explored at a deeper level across all subject areas; how and why specific skills will be taught; engaging lesson plans are created; technology is integrated. This is a win-win for teachers, students, librarians, and administrators.
Add to reflection:
Collaboration is a process, and I have discovered through this study that many benefits can be reaped from a classroom-librarian partnership. But how wide-spread are these collaborative relationships effictive? There are challenges with teachers who resist change, and rather be disconnected. This indicates that there’s a lack of knowledge of the importance of collaboration. More research is needed.